Editorial note
Editorial note
Professor Chris Hickey
Pages: 107-108 | DOI: 10.1080/25742981.2019.1610616
Articles
‘She was really good at letting us make decisions:’ influence of purposefully negotiating the physical education curriculum on one teacher and a boys’ middle school minority class
Tasha Guadalupe & Matthew D. Curtner-Smith
Pages: 109-125 | DOI: 10.1080/25742981.2019.1593867
Open Access
Conceptualising social justice – what constitutes pedagogies for social justice in HPE across different contexts?
Katarina Schenker, Susanne Linnér, Wayne Smith, Göran Gerdin, Kjersti Mordal Moen, Rod Philpot, Lena Larsson, Maureen Legge & Knut Westlie
Pages: 126-140 | DOI: 10.1080/25742981.2019.1609369
Global to local tensions in the production and enactment of Physical education curriculum policy reforms
Barry Paveling, Lesley Vidovich & Grace Oakley
Pages: 141-155 | DOI: 10.1080/25742981.2019.1583066
‘A critical autoethnography of a doctoral students’ research journey: learning to take risks in the academy’
Shrehan Lynch & Aaron Kuntz
Pages: 156-171 | DOI: 10.1080/25742981.2019.1588762
Open Access
Understanding learners’ sense making of movement learning in physical education
M. Rönnqvist, H. Larsson, G. Nyberg & D. Barker
Pages: 172-186 | DOI: 10.1080/25742981.2019.1601499
Open Access
The value of movement content knowledge in the training of Australian PE teachers: perceptions of teacher educators
Erik Backman, Phil Pearson & Gregory John Forrest
Pages: 187-203 | DOI: 10.1080/25742981.2019.1596749
